Adaptation of Kirkpatrick's four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education
Adaptation of Kirkpatrick's four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education
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DOI：
10.1007/s11092-010-9098-7
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发表时间：
2010-08-01
影响因子：
3.9
通讯作者：
Praslova, Ludmila
中科院分区：
文献类型：
--
作者：
Praslova, Ludmila
教育成效评估为高等教育机构提供了极其重要的反馈。它还向外部利益相关者提供重要信息，例如未来的学生、家长、政府和地方监管机构、专业和区域认证组织以及劳动力代表。然而，选择适当的项目和机构的教育有效性指标是一项艰巨的任务，特别是在有效性标准没有很好定义的情况下。本文提出了一种全面而系统的方法，通过采用流行的组织培训评估框架，即柯克帕特里克的四级培训标准模型（柯克帕特里克1959;1976;1996），将教育有效性标准与实现这些标准的具体指标结合起来，用于高等教育评估。四层模型包括反应、学习、行为和结果标准。将这一模式适用于高等教育有助于澄清标准，并制定评估教育成果的计划，其中具体的工具和指标与相应的标准相关联。这为理解各种指标在整个评估过程中的作用提供了丰富的背景。它还为高等教育机构提供了丰富和多层次的反馈，以了解他们为多个利益相关者服务的有效性。根据系统理论（Katz and Kahn 1966），这种反馈的重要性既体现在利益相关者压力的现实中，也体现在对大学作为开放系统的理论理解中。虽然本文的重点是高等教育，但核心原则和思想将适用于不同类型和层次的教育项目。
Assessment of educational effectiveness provides vitally important feedback to Institutions of Higher Education. It also provides important information to external stakeholders, such as prospective students, parents, governmental and local regulatory entities, professional and regional accrediting organizations, and representatives of the workforce. However, selecting appropriate indicators of educational effectiveness of programs and institutions is a difficult task, especially when criteria of effectiveness are not well defined. This article proposes a comprehensive and systematic approach to aligning criteria for educational effectiveness with specific indicators of achievement of these criteria by adapting a popular organizational training evaluation framework, the Kirkpatrick's four level model of training criteria (Kirkpatrick 1959; 1976; 1996), to assessment in Higher Education. The four level model consists of reaction, learning, behavior and results criteria. Adaptation of this model to Higher Education helps to clarify the criteria and create plans for assessment of educational outcomes in which specific instruments and indicators are linked to corresponding criteria. This provides a rich context for understanding the role of various indicators in the overall mosaic of assessment. It also provides Institutions of Higher Education rich and multilevel feedback regarding the effectiveness of their effort to serve their multiple stakeholders. The importance of such feedback is contextualized both in the reality of stakeholder pressures and in theoretical understanding of colleges and universities as open systems according to the systems theory (Katz and Kahn 1966). Although the focus of this article is on Higher Education, core principles and ideas will be applicable to different types and levels of educational programs.